1.D Demonstrate knowledge of Latin syntax to read and comprehend Latin texts.
1.G Identify stylistic features in Latin poetry and prose.
1.H Identify references to Roman culture, history, and mythology in Latin texts.
2: Translation 2.A Demonstrate knowledge of Latin vocabulary when translating Latin texts into English.
3: Contextualization 3.A Use knowledge of influential people and key historical events to demonstrate understanding of Latin texts.
3.C Relate Roman cultural products in the Latin texts to perspectives of Roman culture.
3.D Relate Roman cultural practices in the Latin texts to perspectives of Roman culture.
3.E Use knowledge of mythology and legends to demonstrate understanding of Latin texts.
4: Textual Analysis 4.A Analyze the effects of language usage and stylistic features in Latin texts.
5: Argumentation 5.A Articulate a defensible claim or thesis.
5.E Use contextual knowledge and references to support the analysis.
UNIT AT A GLANCE
This page shows the required readings for this unit along with the required skills. You are free to set your own pace and use this content in whatever way works best for your course.
Required Reading
Caesar, Gallic War,BOOK 5 PART II, BOOK 6, AND BOOK 7
§ Book 5, Chapters 38–48
§ Students read Books 6 and 7 in English.
UNIT7
Caesar, Gallic War, BOOK 5 PART II, BOOK 6, AND BOOK 7
Reading Skills
Book 5, Chapters 38–40 2.A Demonstrate knowledge of Latin vocabulary when translating Latin texts into English.
3.C Relate Roman cultural products in the Latin texts to perspectives of Roman culture.
Book 5, Chapters 41–43 1.C Use specific terminology to identify grammatical forms and syntactic structures.
3.D Relate Roman cultural practices in Latin texts to perspectives of Roman culture.
Book 5, Chapters 44–45 1.G Identify stylistic features in Latin poetry and prose.
4.A Analyze the effects of language usage and stylistic features in Latin texts.
Book 5, Chapters 46–48 1.H Identify references to Roman culture, history, and mythology in Latin texts.
5.E Use contextual knowledge and references to support the analysis.
Book 6 1.D Demonstrate knowledge of Latin syntax to read and comprehend Latin texts.
3.E Use knowledge of mythology and legends to demonstrate understanding of Latin texts.
Book 7 3.A Use knowledge of influential people and key historical events to demonstrate understanding of Latin texts.
5.A Articulate a defensible claim or thesis.
Go to AP Classroom to assign the Personal Progress Check for Unit 7.
Review the results in class to identify and address any student misunderstandings.
The table below offers sample pairings of content and skills to get started teaching this unit.
The pages that follow focus on each reading for this unit, with suggested skills and their associated learning objectives. Teaching tips offer ideas for helping students get the most out of the reading as they build skills to succeed in the course and on the Exam. Note that even though instruction naturally focuses on the development of multiple skills, the suggested pairings highlight specific skills included in this unit's Personal Progress Checks.
Suggested Pairings
UNIT7 Caesar, Gallic War, BOOK 5 PART II, BOOK 6, AND BOOK 7
Reading: Book 5, Chapters 38–40
Skill Category Skill Learning Objective
2: Translation 2.A: Demonstrate knowledge of Latin
vocabulary when translating Latin texts into English.
2.A.i: Create rendering in English that reflects an appropriate meaning of the Latin words.
2.A.ii: Create rendering in English that reflects the parts of speech of the Latin words.
3: Contextualization 3.C: Relate Roman cultural products in the Latin texts to perspectives of Roman culture.
3.C.i: Identify Roman cultural products (e.g., fasces, Penates, legio) not directly stated in the Latin texts, based on context or outside knowledge.
3.C.ii: Explain the significance of Roman cultural products as relevant to the Latin texts.
3.C.iii: Connect information in the required English readings to information in the Latin texts, as relevant to Roman cultural products.
TEACHER TALK
Vocabulary remains as important as ever in literal translation, but in this last prose unit, teachers can also focus on morphology and syntax and start to think about final review for the AP Exam. As students continue with the narrative, they will see Ambiorix win over the Nervii and other tribes due to his victories over the Romans so far. Do the students think that Caesar is making a point in these defections about non-Romans or simply about the nature of warfare in general? With the scenes of danger in Cicero’s camp and the fact that messages cannot get through to Caesar, students should again be asked to look at the geography of the area and the structure and normal operations of a Roman camp. What do we know of Roman military sites from their literature or material remains? A student with particular interest in the subject could be pointed to the remains of Vindolana, near Hadrian’s Wall; though slightly out of the time period, the site provides a wealth of data for students to peruse.
UNIT7
Caesar, Gallic War, BOOK 5 PART II, BOOK 6, AND BOOK 7
Reading: Book 5, Chapters 41–43
Skill Category Skill Learning Objective
1: Reading and
Comprehension 1.C: Use specific terminology to identify grammatical forms and syntactic structures.
1.C.i: Identify grammatical forms (e.g., gender, number, and case of nouns; tense and mood of verbs—see terminology list).
1.C.ii: Identify syntactic structures (e.g., indirect statement—
see terminology list).
3: Contextualization 3.D: Relate Roman cultural practices in Latin texts to perspectives of Roman culture.
3.D.i: Identify Roman cultural practices (e.g., marriage ceremonies, military organization, interpretation of omens) not directly stated in the Latin texts, based on context or outside knowledge.
3.D.ii: Explain the significance of Roman cultural practices as relevant to the Latin texts.
3.D.iii: Connect information in the required English readings to information in the Latin texts, as relevant to Roman cultural practices.
TEACHER TALK
Because Cicero will not take terms from an armed enemy, his camp is besieged. The students should be asked what messages from Unit 6 Caesar is reinforcing by setting up these contrasting scenes so clearly. Teachers can also point out the bravery of the common soldiers, portrayed in this reading as calm despite the seriousness of the danger. What do these images of “proper” leadership and “good” Roman soldiers say about the way things should run when Caesar is not at hand? In other words,
UNIT7 Caesar, Gallic War, BOOK 5 PART II, BOOK 6, AND BOOK 7
Reading: Book 5, Chapters 44–45
Skill Category Skill Learning Objective
1: Reading and
Comprehension 1.G: Identify stylistic features in Latin poetry and prose.
TEACHER TALK
These chapters present the exciting rivalry of Pullo and Vorenus: whether or not these two really existed, they provide a wonderful set piece within the narrative that should resonate with students. Students surely can see the lesson that “real” Romans, even if rivals, should unite for the safety of each other and their camp, just as team members are supposed to work hard and play hard on behalf of their teammates and school, setting aside personal tensions once they are engaged on the field of play. What other
“minor” characters lend a fuller picture of camp life and the war as a whole in this unit?
Caesar continues his positive portrayal of a leader in recounting Cicero’s clever way of getting a message to his commander. Students should work to articulate what stylistic features Caesar uses in this section to heighten the intensity of the scene. They should also apply their knowledge about and identification of those stylistic features to better understand a text and to support arguments they make in their essays.
1.G.i: Identify rhetorical devices and figures of speech (e.g., anaphora, hyperbole, metaphor, rhetorical questions) in Latin texts.
4: Textual Analysis 4.A: Analyze the effects of language usage and stylistic features in Latin texts.
4.A.i: Analyze the effects of language usage (e.g., word choice, ambiguity, word order).
4.A.ii: Analyze the effects of stylistic features (e.g., characterization, rhetorical strategies, poetic devices).
UNIT7
Caesar, Gallic War, BOOK 5 PART II, BOOK 6, AND BOOK 7
Reading: Book 5, Chapters 46–48
Skill Category Skill Learning Objective
1: Reading and
Comprehension 1.H: Identify references to Roman culture, history, and mythology in Latin texts.
1.H.i: Identify references to Roman culture (e.g., Penates, centurio, virtus, pietas) in Latin texts.
1.H.ii: Identify references to Roman history (e.g., Augustus, invasion of Britain) in Latin texts.
1.H.iii: Identify references to Greco-Roman mythology (e.g., Jupiter and Venus) in Latin texts.